comprehension - ellis family

ComprehensionGenreScience Fiction is a fantasy

in which an invention

involving science or

technology affects historic

or imaginary characters.

Analyze Story StructureCause and EffectAs you read, fill in your

Cause and Effect Diagram.

Read to Find OutWhich part of this story

is science and which part

is fiction?

666

666

MAIN SELECTION• The Gold Rush Game• Skill: Cause and Effect

PAIRED SELECTION• “Gold!”

• Text Feature: Time Line

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 687M–687V

ComprehensionGENRE: SCIENCE FICTION

Have a student read the definition of

Science Fiction on Student Book page

666. Students should look for elements

of fantasy and the use of technology

that may not exist yet.

STRATEGYANALYZE STORY STRUCTURE

Remind students that authors of fiction

organize stories in different ways. The

author of a science fiction story can

help readers understand the plot by

using a particular structure.

SKILLCAUSE AND EFFECT

Remind students that cause-and-effect

relationships provide structure for a

story. Each event or action often leads

directly to another event or action.

Vocabulary Words Review the tested vocabulary words:

annoyed, prospectors, circular, outstretched, reference,

disappointment, and glinted.

Story Words Students may be unfamiliar with these words.

Pronounce the words and give meanings as necessary.

queues (p. 668): long braids that hang down the back

earthquake (p. 674): a movement in the earth’s crust that causes

strong shaking

ivory (p. 677): the substance that makes up the tusks of some animals

Internet (p. 679): a network that links computers all over the world

illustrated by Cornelius Van Wright andYing-Hwa Hu

by William F. Wu

Main Selection

667

Story available on Listening Library Audio CD

If your students need support

to read the Main Selection,

use the prompts to guide

comprehension and model

how to complete the graphic

organizer. Encourage students

to read aloud.

If your students can read the

Main Selection independently,

have them read and complete

the graphic organizer. Remind

them to apply self-monitoring

and self-correction strategies

as they read.

If your students need alternate selections, choose the

Leveled Readers that match their instructional level.

Main Selection Student pages 666–667

Preview and PredictAsk students to read the title, preview

the illustrations, and make predictions

about the selection. What sort of

adventure do they think the boys will

have? Have students write about their

predictions and anything else they

want to know about the story.

Set PurposesFOCUS QUESTION Discuss the “Read

to Find Out” question on Student

Book page 666. Remind students to

look for the answer as they read.

Point out the Cause and Effect Diagram

in the Student Book and on Practice

Book page 188. Explain that students

will fill it in as they read.

Read The Gold Rush Game

Use the questions and Think Alouds

to support instruction about the

comprehension strategy and skill.

As you read The Gold Rush Game, fill in the Cause and Effect Diagram.

How does the information you wrote in the Cause and Effect Diagram help you to analyze the story structure of The Gold Rush Game?

Cause Effect

On Level Practice Book 0, page 188

Approaching Practice Book A, page 188

Beyond Practice Book B, page 188

The Gold Rush Game 667

Eric Wong looked at his new game on the computer screen.

“Let’s play.” He clicked the button to start.

“Th e Gold Rush,” his friend Matt O’Brien read out loud, as

he rolled his chair closer. “What’s that mean? I want to see it!

Come on, I’m going fi rst.”

“I’m older,” said Eric. “Besides, it’s my game.”

“Be nice.” Eric’s mom came up behind them. “We bought the

game so Eric could learn more about the Gold Rush,” she said to

Matt. “His dad and I are tracing our family tree. Eric’s great-great-

great grandfather on his dad’s side came to California from China

during the Gold Rush, but we don’t know much about him.”

“Hey, look at the game,” said Eric. On the screen, he saw

steep, mountain slopes covered with tall, green trees. Some men

wearing broad-brimmed hats rode horses along a muddy path,

leading mules with bundles on their backs. Picks and shovels

were tied to the bundles. Chinese men, with long, braided

queues down their backs, squatted by a rushing river.

“Who are those guys?” Matt asked. “Are they looking

for gold?”

“Th ey might be,” said Eric’s dad as he came into the room.

He held out a small piece of paper with two Chinese characters

written on it. “Th is is the name of our ancestor who fi rst came

to California. I don’t know Chinese, but my grandfather wrote

it down for me when I was growing up.”

668

Main Selection Student page 668

Develop Comprehension

1 STRATEGYANALYZE STORY STRUCTURE

Teacher Think Aloud Matt does

not know what the term Gold Rush

means. As I read, I will probably

find out about it as Eric does. Eric’s

mother mentions a relative who

came to California during the Gold

Rush. I think the main characters will

learn about that relative. I will pay

careful attention to the information

Eric and Matt are given about the

relative and how that affects events

in the story.

2 CAUSE AND EFFECT

Eric’s parents want him to learn more

about their family history. What does

this cause them to do? (They buy

him the Gold Rush game.) Add this

information to your Cause and Effect

Diagram.

Cause Effect

Eric’s parents want him to learn about their family

history.

They buy him the Gold Rush game.

1

2

668

Eric turned and looked. “What was his name?”

“Daido,” his dad said. “I’ll say it slower, ‘Dye-doe.’ It means

‘Great Path.’ Th at’s a good name for a man who took a great

adventure traveling across the Pacifi c Ocean to a new land. In

Chinese, his family name would be given fi rst. And so, he was

called Wong Daido.”

“Wong Daido,” Eric repeated. “Yeah.”

“Do you know how to write that?” Matt asked, looking at

the name.

“No.” Eric shrugged.

“We’ll let you play your game,” said Eric’s mom. “Come on,

dear.” She and Eric’s dad walked away.

“Look.” Eric pointed to the screen. A miner wearing a

broad-brimmed gray hat lift ed a rock showing a button that

said, “Press if you dare.”

“I dare you,” Matt said loudly.

“I’m doing it.” Annoyed, Eric pressed the button.

669



3 MAKE INFERENCES

Why do you think Eric’s parents

want him to learn more about the

Gold Rush? (Eric’s great-great-great

grandfather came from China during

the California Gold Rush. They want Eric

to learn about the Gold Rush because it

is part of his family’s history.)

Cross–Curricular ConnectionGENEALOGY

Explain that the Wongs, like many other families, are interested

in learning more about their ancestors and their family history.

The study of how families are descended from their ancestors

is called genealogy.

Ask students to research how to find information about family

histories, including using the Internet and vital records resources.

Students will use what they learn to write an article for a

newsletter called Student Genealogist. The article should read as

if it is an instruction manual for beginners and should include

easy-to-follow directions for classmates to use in researching their

ancestry. Have students create, edit, save, retrieve, and print the

article in a format suitable for inclusion in a newsletter.

Find the sentence that contains the

word annoyed . What are some

antonyms for annoyed? (Sample

answers: content, pleased, relaxed, calm)

3


Suddenly Eric and Matt found themselves standing in a

narrow space between two large, tall rocks by the muddy road

in the mountains, with trees towering over their heads. Miners

and prospectors walked and rode past. Eric’s heart beat faster

with excitement, but he was also a little scared.

“What happened?” Matt asked. “Th is is creepy. Where are we?”

Eric smelled the scent of pine trees and kicked at the mud.

“I think we’re really in the Gold Rush. We went back in time!”

“Did you say, back in time?” Matt stared around them

in shock.

“Come on.” Eric walked up to the mysterious miner who

had lift ed the rock. “Do you know a man named Wong Daido?”

Eric carefully pronounced his ancestor’s name, remembering to

put his family name fi rst.

Th e miner laughed. Th en he looked closely at Eric and Matt.

“You’re not from around here are you?”

“No, we’re not,” said Eric hoping the man wouldn’t ask any

more questions.

“Do you know how many people are in this area? We’re on

the Feather River upstream from Marysville, in the western

foothills of the Sierra Nevada in California. Men came to fi nd

gold. We’re called the Forty-niners because so many of us have

come this year.”

“What year?” Matt asked, his eyes wide.

“1849, of course,” said the miner. He frowned. “Don’t you

boys know what year it is? Gold was discovered in this area last

year. Now, Forty-niners are coming from all over America and

lots of other places.”

Cause and EffectHow did Eric and Matt find themselves back in 1849?

670

4

5

6

7



4 STRATEGYWORD PARTS

What is the base word of miner? (mine)

What does the verb “to mine” mean?

(to take minerals out of the earth) How

does adding the suffix -er to the end

of mine change the meaning? (Adding

the suffix changes the word from a

verb to a noun, the name for someone

who performs that verb’s action. A

miner is a person who takes minerals

from the earth.)

5 DRAW CONCLUSIONS

Why do you think the miner guesses

that the boys are not from the area?

(The boys probably look very different

from the miners. They may also speak

differently from the people who lived

in 1849.)

670

671


6 CAUSE AND EFFECT

How did Matt and Eric find themselves

back in 1849? (Somehow, pressing

the button on the computer game

took them to another place.) Add this

information to your Cause and Effect

Diagram.

7 GENRE: SCIENCE FICTION

What details in the story so far show

that it is science fiction? (Pressing or

clicking the button on a computer

does not cause people to go back in

time.) What about the plot, characters,

and setting is realistic? (Though the

characters from the present and the

past would never meet in real life, they

speak and behave like real people.

The settings are also realistic because

the Gold Rush really did happen. Time

travel is still not possible, so the plot

cannot be entirely realistic.)


Cause Effect


history.


Eric pushes a button on the

screen.

Eric and Matt end up in 1849 during

the California Gold Rush.

STRATEGIES FOR EXTRA SUPPORT

Question 6 CAUSE AND EFFECTOn the board, write phrases that signal cause-and-effect

relationships: because of, due to, as a result. Below these, write: Eric

and Matt found themselves back in 1849. Ask, Is this statement a cause

or effect? Have students reread the bottom of page 669 and create

cause-and-effect statements using the information, the statement,

and the signal words. For example, As a result of pressing the button

on the computer, Eric and Matt found themselves back in 1849. Eric and

Matt found themselves back in 1849 due to pressing the button on the

computer.


“How do they get here?” Eric asked.

“I came overland from the eastern United States by wagon

train. A good friend of mine took a ship from the east coast

south around Cape Horn at the tip of South America. From

China, other men come on ships across the Pacifi c Ocean.”

“But where do they live?” Eric asked. “I don’t see any

houses here.”

“Marysville is a new town,” said the miner. “It was started

by miners and prospectors. But men also live in camps,

sometimes together and sometimes on their own, while they

look for gold.” He pointed to the river. “But the best way to

fi nd a Chinese miner is to ask other Chinese miners.”

672



8 SUMMARIZE

Summarize the information that the

prospector tells Eric and Matt. (In 1849,

men traveled over long distances to

come to the Feather River in California

to prospect for gold that had been

discovered there the year before. Living

conditions in Marysville were difficult

because there were few houses. So

many people arrived so quickly that no

one had had time to build them. So,

many men are living in tents.)

Visualize Help students visualize the journeys miners took to come

to California. Display a map of the Western Hemisphere or use a globe.

Point out the locations of the two continents, the oceans, and California.

Have students identify the various routes mentioned in the story.

(wagon train from the eastern United States, ship from around the tip

of South America, ships across the Pacific Ocean) Use a pointer to trace

each route and write on the board each mode of transportation.

8

672

Matt ran down to the edge of the river, where a Chinese

miner squatted by the rushing water, swirling sand in a

metal pan.

Eric hurried aft er him. “Hey, mister, is your name

Wong Daido?”

“No.” Th e man shook his head. Th en he gave Eric a little

smile and pointed downstream. “You see that man? His name

is Wong.”

Matt ran down the bank, but this time Eric ran, too.

Th ey stopped next to Mr. Wong together, near a big tree

growing right beside the river.

“Are you named Wong Daido?” Eric asked.

Mr. Wong was a little younger than the other Chinese

miner. His long, braided queue swung behind him as he

looked up. “I am,” he said, giving both boys a big smile.

“Why do you ask?”

Eric was afraid to explain he and Matt had traveled

through time from the future. He was sure Mr. Wong wouldn’t

believe him and might chase them away, so he changed the

subject. “My name’s Eric, and this is my friend Matt. Have

you found any gold?”

“Not today. Some days I fi nd enough gold to buy food that

will last until the next time I fi nd gold. I fi led this claim so I

have the right to pan gold here. Th e river washes gold dust

downstream, so I catch river water, mud, and sand in this pan

and try to fi nd it.” He moved the pan in a circular motion,

so that water sloshed out with some of the sand. “Gold is

heavy, so it stays in the pan.”

“Wow,” said Matt. “And the river’s so fast.”

“Don’t you have to get sand from the bottom of the river?”

Eric asked. “It looks really deep right here!”

“It’s very deep here,” said Mr. Wong. “Th e riverbank drops

steeply from the edge of the water and the current’s very fast.

But I can take the sand and mud right here at the edge and

pan it. And the water itself carries sand, even when it looks

clear. On a good day, the water brings gold to me.”

673




Teacher Think Aloud

The author

seems to be using the plot of the

story about Eric and Matt’s trip back

in time to provide information about

Eric’s ancestor and about the Gold

Rush. I have learned that people

came from many faraway places to

look for gold in California. The author

has also told me how the prospectors

lived and panned for gold. What

other factual information does the

author provide on page 673?

(Encourage students to apply the strategy

in a Think Aloud.)

Student Think Aloud

I learned that

Chinese miners were not uncommon

in California in 1849. The author

even gives a description of Wong

Daido, with his long braid. Mr. Wong

also talks about how the current in

the river affects the way the sand

moves downstream.

Find the sentence that contains the

word circular . Use circular in a sentence

that shows its meaning. (Sample answer:

The wind made the leaves dance around

in circular clusters.)

9


Suddenly the ground shook. Eric and Matt thumped

backward into a sitting position in the mud. Mr. Wong fell

into the river with a splash.

“It’s an earthquake!” Eric jumped up again. He had felt

small earthquakes before, and this one was so quick it had

ended already. When he looked up, he saw Mr. Wong in the

river, desperately holding onto a tree root with both hands.

Th e power of the river current pulled his legs downstream and

he struggled to hold his head above the water. “Help me!”

Eric and Matt grabbed his arms and pulled, but the river

current was too strong and Mr. Wong was too heavy for them

to help.

“We have to save him,” Eric called desperately to Matt.

“If we don’t, my family won’t ever be born. And I won’t be here!”

Eric saw a tree branch hanging low. “Come on! Help me

pull the branch down!” He took the branch in both hands and

bent his knees so his weight pulled it down. When Matt grabbed

it, too, the branch lowered to Mr. Wong.

With an outstretched hand Mr. Wong grasped the branch.

“Matt, let go!” Eric and Matt released the branch and the

branch slowly moved upward again, pulling Mr. Wong out of

the water. He got his feet back on the river bank and let go of

the branch. Mr. Wong took several moments to catch his breath.

His clothes were so wet they stuck to him. “Aiee! You two saved

my life. Th ank you.”

674



10 CAUSE AND EFFECT

What events in the story were caused

by the sudden earthquake? (Mr. Wong

fell into the river. The boys quickly

acted to save him. They bent a tree

branch down into the river so that

Mr. Wong could be pulled out of the

water.) Add this information to your


Cause Effect


history.



screen.



An earthquake happens suddenly.

Mr. Wong is knocked into the

river. Eric and Matt save him.

10

11

674

Cause and EffectHow did saving Mr. Wong’s life affect the future?

675



11 CAUSE AND EFFECT

How did saving Mr. Wong’s life affect

the future? (If Mr. Wong were to drown

in the river, none of his descendants,

including Eric, would ever have been

born.)

Have students respond to the selection

by confirming or revising their

predictions and purposes. Encourage

students to write any additional

questions they may have about the

story. Encourage them to use visual

organizers after reading to organize

information.

Can students determine causes

and effects of actions? If not,

see the Extra Support on this

page.

Stop here if you wish to read

this selection over two days.STOP

Cause and Effect

If students are having difficulty, guide them through the process of

identifying causes and effects with questions such as the following:

• How is Mr. Wong related to Eric? (He is Eric’s great-great-great

grandfather.)

• If Mr. Wong had drowned at this point, would Eric’s great-great

grandfather have been born? (No.) Would Eric’s great grandfather,

grandfather, father, or Eric himself have been born? (No.)

• Would Eric’s mother have been born? (Yes, but she would not be

married to Eric’s father because he would not have been born, so

neither would Eric have been born.)


“Mine too,” said Eric. “You’re welcome.”

“I thought I was going to drown. Everything I have dreamed

about would have come to an end.” He paused and looked down

at the ground. “I came from a poor peasant village in southern

China,” Mr. Wong went on. “I hope to fi nd some gold and send

for a woman I love. We’ll marry here and raise a family in

America—at least, I hope so.”

“Hey, that’s good,” said Matt. “Because—”

Eric jabbed Matt with his elbow and interrupted, “. . .

because it’s a good idea.” He smiled, knowing that Mr. Wong’s

dream was going to come true.

676

12



12 MONITOR AND CLARIFY

What self-monitoring strategies can

you use to help find out why Eric jabs

Matt in the ribs? (I can reread and read

ahead. Mr. Wong says his dream is to

find some gold and raise a family in

America. After jabbing Matt, Eric smiles

when he thinks about how Mr. Wong’s

dream has come true. Eric stops Matt

from saying anything because he

doesn’t want Mr. Wong to know that

he is his great-great-great grandson.

There would be no way to explain how

they came from the future.)

Remind students that they should

routinely use self-monitoring strategies

to clarify any difficult words or

passages. Making sure they are clear

on exactly where the confusion stems

is key.

676

“I don’t have much to off er in return for my life,” said

Mr. Wong. He reached into his pocket and pulled something

out. “Th is is my chop.”

Eric and Matt looked. It was a small piece of ivory, with

unfamiliar shapes carved on the bottom. “What’s it for?”

Eric asked.

“I’ll show you.” Mr. Wong pushed the bottom into a smooth

spot of mud next to the river. When he lift ed it, three marks

were in the mud. “Th at’s my name, Wong Daido. I don’t have

any gold today. But I would like you to accept this as my gift .

I will always remember you.”

Eric took the chop. “Th at’s very nice of you. Th anks.”

“I should return to my camp and dry off ,” said Mr. Wong.

“I think we better go home, too,” said Eric. “We enjoyed

meeting you!” He carefully put the chop in his pants pocket.

“Th ank you again for your help,” said Mr. Wong. “Goodbye.”

He picked up his pan and walked away from the river toward

the muddy road.

677

13

14



13 MAINTAINCHARACTER

Which do you think Eric would find

more valuable as a reward, some

gold or the ivory chop? Explain. (Even

though gold would be a valuable

reward, Eric would probably find the

ivory chop even more valuable. As an

important piece of his family’s history,

it is a great treasure.)

14 WRITER’S CRAFT: A STRONG

CONCLUSION

In the story about Eric, Matt, and Mr.

Wong, does the fact that Mr. Wong

gives the boys his chop make for a

strong conclusion? Explain why or

why not. (Answers may vary but will

probably include the fact that the chop

was important to Mr. Wong and he

gave it to the boys because he had

no gold to reward them for rescuing

him. It makes for a strong conclusion

because it was the last thing he gave

them before he disappeared. Students

may also be able to predict that the

chop may come in handy as proof of

their time-travel.)


“How do we get back to our time?” asked Matt. “Maybe we

should try to fi nd those big rocks. But where are they?”

“Come on,” Eric said to Matt. “I remember where they are.

Maybe we’ll fi nd some kind of clue there that will help us get

back.” He led Matt back into the space between the two big

rocks where they had walked out. Suddenly they were back in

Eric’s living room in front of the computer.

“Wow! It worked. Th ose rocks must be some kind of

doorway into the past.” Matt looked at the computer screen.

“Th at’s a great game!”

“Who’s winning?” Eric’s mom asked, as she and his dad

came in.

“Mom! Dad!” Eric called out. “We went into the game and

back in time!”

“Yeah,” said Matt. “We met Eric’s great-great-great

grandfather!”

Eric’s mom and dad laughed.

“I love the way these games build imagination while they

teach history,” said Eric’s mom. “Isn’t that nice?”

678

15

678




How does the author show that Eric

and Matt must think about what

caused them to travel back in time?

Student Think Aloud They realize

pressing the computer button

caused them to travel back in time,

but there is no computer in the past.

So they use the only clue they have,

the two big rocks. When they find

the rocks, they return to the present.

They conclude that passing between

the rocks causes time travel.

16 CAUSE AND EFFECT

What effect does Eric have on his

parents when he tells them about

meeting Wong Daido? (His mother

thinks he is just excited about what

they learned. His father thinks he simply

found the information on the Internet.

Then Eric shows them the chop, and

they cannot offer an explanation.) Add

this information to your Cause-and-Effect

Diagram.

Cause Effect


history.



screen.



An earthquake happens suddenly.

Mr. Wong is knocked into the

river. Eric and Matt save him.

Mr. Wong gives Eric his chop.

Eric can prove he went back in time

and met Mr. Wong.

STRATEGIES FOR EXTRA SUPPORT

Question 16 CAUSE AND EFFECTAsk students to recall what Eric’s parents say and do when he tells

them that he met Wong Daido. Why do they react this way? What

do his parents say and do when they see the chop? Do students

think Eric’s parents are convinced that the boys met Wong Daido?

Then write the following sentence frames: When Eric first tells his parents that he met Wong Daido, they . When Eric , his dad looks up the information on the Internet. When Eric , Eric’s parents look shocked. Have students complete them and identify the

cause and effect in each one.

“Dad! He told us he fi led a claim for his mine along the

Feather River!”

“Well, I know from what I read in my grandfather’s journal

that Daido did fi le a claim. Let’s see if we can fi nd out if it was

along the Feather River.” Eric’s dad moved to the computer and

conducted an Internet search. Aft er a while he looked up in

surprise. “Wong Daido did fi le a claim in that area in 1849.

I found a reference to it.”

“Do you believe me now?” Eric asked.

“C’mon, Eric. Do you expect me to believe you actually

went back in time?”

“No, I guess not.” Eric felt a wave of disappointment, then

suddenly reached into his pocket. “Maybe this will convince

you!” He pulled out the chop. “Dad! Look at the name:

Wong Daido.” Smiling, Eric held it up.

On the chop, a little bit of gold dust from the river glinted

in the light.

679

16


Develop ComprehensionRETURN TO PREDICTIONS

AND PURPOSES

Review students’ predictions and

purposes. Were they correct? Did

students find out which parts of the

story are science and which parts

are fiction? (Learning about Chinese

prospectors during the Gold Rush

by using a computer is science, but

actually traveling back in time is fiction.)

REVIEW READING STRATEGIES

■ In what ways did analyzing the

cause-and-effect structure help you

to understand this story?

■ What strategies did you use when

you came to difficult words?

PERSONAL RESPONSE

Ask students to think and write about

their ancestors. About whom would

they like to find out more? Encourage

students to discuss what they know

and how they would go about learning

more.

During Small Group Instruction

If No Approaching Level Leveled

Reader Lesson, p. 687P

If Yes On Level Options,

pp. 687Q–687R

Beyond Level Options,

pp. 687S–687T

Can students analyze

the cause-and-effect story

structure?


Find out more about William F. Wu,

Cornelius Van Wright, and Ying-Hwa Hu

at www.macmillanmh.com

William F. Wu has liked history since he was a boy. During recess at school, he and his friend acted out famous historical events. William also enjoyed writing stories and poems. He first thought about becoming a writer when he was eight years old.

Cornelius Van Wright and Ying-Hwa Hu are a husband and wife team who have been illustrating books for more than 15 years. Cornelius studied art in New York City, while Ying developed her art skills in Taiwan and Minnesota. With such different backgrounds, the two try to combine their different cultures into each illustration for this story.

Author’s PurposeWhat clues in The Gold Rush Game helped you to understand the author’s purpose for writing this science fiction story? Did William F. Wu want to inform or entertain the reader? Discuss the evidence that led you to your conclusion.

680

680

Respond Student page 680

Author and Illustrator

FILE A CLAIM WITH WILLIAM,

CORNELIUS, AND YINGHWA

Have students read the biographies of

the author and the illustrators.

DISCUSS

■ How does William F. Wu combine his

love of history and love of writing in

this selection?

■ How would this story be different if

the main characters were descended

from Native Americans?

■ How do the different backgrounds

and cultures of Cornelius Van

Wright and Ying-Hwa Hu make the

illustrations true to life?

WRITE ABOUT IT

Ask students what era they would go

to if they could travel back in time.

Have them write about someone they

would like to meet from that period

and what they would discuss.

Students can find more information about William F. Wu , Cornelius Van Wright, and Ying-Hwa Hu at www.macmillanmh.com

Author’s CraftDialogue

Authors use dialogue in a variety of ways. One effective use is

to give key information without doing so in a formal manner.

Example: “‘What year?’ Matt asked, his eyes wide. ‘1849, of course,’

said the miner’” (p. 670). The writer conveys important information

through dialogue, rather than just saying the date in prose.

■ Have students scan the selection for historical and other facts

that are presented in dialogue, such as “‘From China, other men

come on ships across the Pacific Ocean’” (p. 672).

■ Readers can also analyze characters’ thoughts, traits, and

motivations through dialogue. Example: Matt says, “I’m going

first.” “I’m older,” said Eric. “Besides it’s my game.” As readers, we

can sense tension between Eric and Matt.

Author’s PurposeRemind students that science fiction is

a type of fantasy literature and usually

is written to entertain. Have students

look for clues in the story, such as

made-up dialogue and unrealistic

details, that help reveal William F. Wu’s

purpose for writing.

http://www.macmillanmh.com


Comprehension Check

Summarize

Summarize The Gold Rush Game. Who are the main characters?

Explain what they are trying to do and what happens to them.

Think and Compare

1. What caused Eric and Matt to go back in time?

Use your Cause and Effect Diagram to help

you answer. Analyze Story Structure: Cause

and Effect

2. Reread page 670 of The Gold Rush Game. How

do you think the prospector knew that the boys

were not “from around here”? Analyze

3. How would you change the plot to include one of Matt’s

ancestors? Invent a character with traits that would fi t into

the story. Synthesize

4. Why is it important for people to learn about their family’s

history? Explain your answer. Evaluate

5. Read “In Search of Gold” on pages 664–665. How is Larry’s

experience similar to that of the prospectors in The Gold

Rush Game? How is it different? Use details from both

selections in your answer. Reading/Writing Across Texts

681

Comprehension Check

SUMMARIZE

Have partners summarize The Gold

Rush Game in their own words. Remind

students to use their Cause and Effect

Diagrams to help them organize their

summaries.

THINK AND COMPARE

Sample answers are given.

1. Cause and Effect: Eric’s new

computer game about the California

Gold Rush takes the boys back in

time when they press a button.

2. Analyze: Eric and Matt asked the

prospector questions about an

ancestor and the mining area. If they

were from the current time, they

would not need to be as curious. In

addition, the prospector might have

noticed that the boys were wearing

unusual clothing for that time.

3. Text to Self: Answers may vary.

Students might invent a young

Irish character who was as strong

and determined a pioneer as Eric’s

great-great-great-grandfather.

4. Text to World: Answers may vary.

Students may say that finding

out about their family’s history

is important in order to discover

who they really are and develop a

deeper appreciation for family.

FOCUS QUESTION

5. Text to Text: Larry went looking

for gold and he found it using the

same technique that the miners

used in The Gold Rush Game. While

those miners looked for gold every

day and lived in camps nearby,

Larry and his class were only on a

one-day tour. USE THINK AND SEARCH

Respond Student page 681

Think and Search

Model the Think and Search strategy with question 5.

The answer is found in more than one place. You need to put different

texts together to answer the question.

Question 5 Think Aloud:

In order to answer this question,

I need to review “In Search of Gold” and The Gold Rush Game.

I know that both selections share a similar theme, the Gold

Rush of the 1800s. In “In Search of Gold,” I read that Larry, a

modern boy, experienced much of what the miners experienced

long ago—both the frustration with and excitement of finding

gold. In The Gold Rush Game, Eric and Matt actually go back in

time to the Gold Rush. When they meet Eric’s great-great-great

grandfather, they realize how dangerous being a miner was in

those days.


Fluency/Comprehension

681A

Objectives• Read accurately with proper

phrasing

• Rate: 113–133 WCPM

Materials

• Fluency Transparency 26

• Fluency Solutions

• Leveled Practice Books, p. 189

FluencyRepeated Reading: Intonation/Pausing

EXPLAIN/MODEL Tell students that good readers learn to read

groups of words together in phrases. Explain that the text on

Transparency 26 has been marked with slashes that indicate pauses

and stops. A single slash indicates a pause, usually between phrases.

A double slash indicates a stop, usually between sentences. Have the

class listen carefully to your pauses as you read. Point out that you

will vary your tone, pitch, and intonation to express the characters’

feelings shown by the words in quotations.

PRACTICE/APPLY Reread the selection with students. Then divide them into two groups and have groups alternate reading sentences. Remind students to pay attention to the pauses and stops indicated by the slash marks. Students will practice fluency using Practice

Book page 189 or the Fluency Solutions Audio CD.

Develop Fluency Help

students understand the

overall meaning of the

passage before focusing

on fluency work. Read

through the passage

slowly first, using gestures

to convey meaning. The

second time through,

echo-read with students.

The third time through,

read at a quicker pace.


If No Approaching Level Fluency, p. 687N

If Yes On Level Options, pp. 687Q–687R

Beyond Level Options, pp. 687S–687T

Can students read accurately with proper phrasing?

Fluency Transparency 26

from The Gold Rush Game, page 670

Transparency 26

Suddenly Eric and Matt found themselves standing in a narrow space between two large,/ tall rocks by the muddy road in the mountains,/ with trees towering over their heads.// Miners and prospectors walked and rode past.// Eric’s heart beat faster with excitement,/ but he was also a little scared.// “What happened?”/ Matt asked./ “This is creepy.// Where are we?”// Eric smelled the scent of pine trees and kicked at the mud.// “I think we’re really in the Gold Rush.// We went back in time!”//

As I read, I will pay attention to pauses, stops, and intonation.

In the early 1800s, the United States needed room to grow.

10 Most people lived in the East. The cities were crowded. New land

22 was expensive. Young families couldn’t afford to buy farms.

31 Then the United States government purchased land from

39 France. The government also acquired land from Mexico. Soon the

49 country stretched all the way to the Pacific Ocean. People looked

60 to the setting sun with outstretched arms and said, “Go west!”

71 Settlers rode in wagons or on horses. They followed long, dusty

82 trails across hot plains for thousands of miles. There was no shelter.

94 People slept in tents on the ground. They had to watch out for wild

108 animals like wolves and snakes. The trip west could take months.

119 Then a railroad was built that stretched from the East Coast

130 almost to the West Coast. The railroad made travel faster. More

141 people poured into the new lands. The settlers quickly built small

152 towns where the farming, fishing, and mining were good. 161

Comprehension Check

1. What caused people to move west? Cause and Effect

2. What does the author feel towards people who lived in the East in the 1800s? Author’s Perspective

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

The cities were crowded and land was expensive in the East. Then a railroad made it easier to go west.

He feels sympathy for them because their cities are crowded and land was expensive.

On Level Practice Book O, page 189



Fluency/Comprehension

Plot, Setting, Character

Introduce 85A–B

Practice /Apply

86–101; Leveled Practice, 23–24

Reteach / Review

107M–T; 111A–B; 112–137; 143M–T; Leveled Practice, 30–31

Assess Weekly Tests; Unit 1, 5 Tests; Benchmark Tests A, B

Maintain 101B; 137B; 169B; 201B; 265B; 607A–B; 608–627; 631M–T; 681B

ComprehensionMAINTAIN SKILLCHARACTER

EXPLAIN/MODEL

■ Character traits are the features of a character that make up his

or her personality.

■ A character’s actions are the things he or she does.

■ A character’s motives are the reasons he or she does something.

A character’s actions and motives can have an important effect on

a story’s plot.

Have students discuss Larry’s traits and actions in the story “In

Search of Gold.”

PRACTICE/APPLY Ask student partners to discuss the characters in

The Gold Rush Game.

Then invite them to do a character profile by choosing one

character and listing his traits, actions he took in the story, and the

motives that drove him. Encourage partners to share with others.

For comprehension practice use Graphic Organizers on Teacher’s

Resource Book pages 40–64.

Objective• Analyze character traits and

motives and how they affect

the plot of a story

The Gold Rush Game 681B

by Patricia West

Spanish explorers in Mexico nearly 500

years ago heard stories of great cities built of

gold. Although they never found these cities,

they did send many items made of gold back

to Spain.

Mexico was freed from Spanish rule in

1821, but more conflict was yet to come. A

war broke out in 1846. As an outcome of the

war, the United States won the northern part

of Mexico and called it California.

Before 1848, California was home to only

a few ranchers, in addition to the Native

Americans who had lived there before the

European settlers arrived. That all changed

with the cry of “Gold!” The precious metal

had finally been discovered in the American

River, not far from the then-small town of

San Francisco.

Social StudiesGenreNonfiction Articles provide

information about real

people, places, or things.

Text FeatureTimelines show historical

events in the order in

which they occurred.

Content Vocabularyprecious

historians

environment

682

Informational Text: Social StudiesGENRE: NONFICTION ARTICLE

Have students read the bookmark

on Student Book page 682. Remind

students that a nonfiction article

■ provides facts and details about a

specific event, place, or person from

the past;

■ contains photographs or shows

information in other ways, such as

charts or time lines;

■ may include the quoted words of a

person who lived in a past time period.

Text Feature: Time Line

Point out the time line on page 683. Tell

students that a time line is a record of

historical events in the order in which

they occurred. This time line shows

important events in California from the

early 1800s to the middle 1800s.

■ A time line highlights key events

that happened during a certain time

period.

■ It may be illustrated and presented

horizontally or vertically.

■ It may cover a short or long period

of time.

Ask students how many years are

shown on the time line. (60 years—

from 1800 to 1860.) Discuss how

important it is for the events on a time

line to appear in sequence. (The events

must appear in a sequence to show

change or progression from one time

period to the next.)

Paired Selection Student page 682

Content VocabularyReview the spelling and meaning of each content vocabulary word

for “Gold!” on Student Book page 682: precious, historians, and

environment.

■ Something precious has a great value. What is something that is

precious to you?

■ Historians are people who specialize in the study of history. What

do you think historians use to learn about the past?

■ The environment is the combination of surroundings and

conditions that affects how living things live and grow. What

happens if you take a living thing out of its natural environment?

682

T imel i ne o f Ca l i f o rn i a Go l d RushT imel i ne o f Ca l i f o rn i a Go l d Rush

Social Studies

As historians tell us, “The world

rushed in!” In 1849 nearly 90,000

men and women, nicknamed

“49’ers,” raced to California in

search of fame and fortune.

Some made the journey

overland by covered wagon,

traveling about 12 miles a day.

Others chose to take ships down

the Atlantic coast to Panama

and then up the Pacific coast to

California. The longest trip was to

sail down the eastern coasts of

the United States and South

America, around the tip, and up

the Pacific coasts. This route

required up to eight months to

make the 18,000-mile voyage.

Reading a Timeline

1800 1810 1820 1830 1840 1850 1860

Mexico wins independence.

1821

1846

U.S. and Mexico go to war.

1848

Gold discovered at Sutter’s Mill.

California becomes part of U.S.

1849

“49’ers” come to California.

1852

Most of surface gold is gone.

1850

California becomes a state.

A timeline organizes events on a line. Read across the timeline from left to right.

6831 2


Informational TextRead “Gold!”

As you read, remind students to apply

what they have learned about time

lines. Also have them identify clues to

the meanings of the highlighted words

within the selection.

1 TEXT FEATURE: TIME LINE

What does this time line record? (The

time line records important dates

in the history of California in the

nineteenth century.) How many years

were there between the time when

gold was discovered and California

became a state? (2 years) How does

the information on the time line help

explain or show relationships between

information and events? (It helps you

make connections between the dates

and what happened.)

What kind of map could help you

understand the information on the

time line? (A nineteenth-century map

of the U.S. would be helpful.)

2 TEXT FEATURE: TIME LINE

How can you use a time line to show

important events in your life? (Answers

may vary. Possible answer: Time lines

can record milestones in growth,

such as birthdays, first time walking,

talking, and going to school. They can

also show important events, such as

moving and births of siblings.)

Reading a Time Line Read the dates on the time line with

students. Point to the beginning and end dates and help students

understand this time line covers sixty years. Ask, How many years are in between the boxes? (ten years) Show how each vertical line

represents one year. Discuss the events in the boxes and their

connection to the Gold Rush. Ask, How did a time line help you understand the information about the Gold Rush?


That meant “having a remarkable

experience,” nearly as remarkable

as finding an elephant in the

gold mines. In 1851 she wrote this

about the gold miners: “I never

could appreciate the poetry or

the humor of making one’s

wrists ache by knocking to

pieces gloomy-looking stones. . . .”

Miners set up systems that

dumped huge amounts of dirt

and gravel into long wooden

boxes. They poured in water to

wash away everything but the

heavier gold. By 1852, though,

most of the easier-to-find gold

had been discovered. Then

miners began digging

underground.

People came from all over—

some from as far away as China. In

1850, a year after California became

a state, there were 3,000 Chinese

men living there—and another

22,000 on their way. One of the

few women in gold rush country

used the pen name “Dame Shirley.”

Shirley was a doctor’s wife whose

real name was Louise Amelia Knapp

Smith Clappe. She spent a year

living in rough mining camps along

the Feather River and wrote letters

filled with colorful information about

the era.

In one letter, “Dame Shirley”

described the way the miners spoke.

She especially liked their figure

of speech “seeing the elephant.”

684


Informational Text

3 CONTENT VOCABULARY

Look at the word environment on page

685. What words are context clues to

its meaning? (“when mud and trash

washed into California’s rivers”)

4 DRAW CONCLUSIONS

Why do you think gold mining

remained popular only until right after

World War II? (Most, if not all, of the

gold had been discovered by then.)

A timeline is a visual way to show a sequence of events in a period of time. Events that happened during that time period are placed on the timeline in the order in which they happened.

Statehood Timeline

Use the timeline to answer the questions.

1. What is the subject of this timeline?

2. When did Texas become a state?

3. Which states became states in 1889?

4. How many years does the timeline cover?

5. Arizona and New Mexico became states in 1912. Where would you put

that event on the timeline:—at point A, point B, or point C?

6. What is the earliest date on this timeline? The latest date?

the years when some states became states

1845

North Dakota and

about 170 years

point C

1787; 1959

South Dakota




Connect and Compare1. Look at the timeline on page 683. About how many years did

the gold rush last? Reading a Timeline

2. Why do you think the earliest gold miners made no effort to

protect the environment? Evaluate

3. Reread page 683 of this article and page 672 of The Gold

Rush Game. How did the “49’ers” get to California? Reading/

Writing Across Texts

Social Studies Activity

Research gold prices. Find out how much gold was worth

in each of the following years: 1950, 1960, 1970, 1980, 1990,

2000. Plot your data on a line graph.

Find out more about gold at www.macmillanmh.com

Some Californians became

concerned about the environment

when mud and trash washed into

California’s rivers. Lawmakers

finally passed laws in 1854 that

stopped much of this pollution.

However, some effects are still

visible even today.

Gold mining was popular until

shortly after World War II, which

ended in 1945. Although most of

the gold is probably gone now,

people still look for gold in the rivers

of northern California. They dip a

shallow pan in the river and swirl it

around to wash out the dirt. A very

lucky miner might find a few specks

glinting in the bottom of the pan.

685

3

4


Informational TextConnect and Compare

SUGGESTED ANSWERS

1. It lasted for about five years—from

1848 to 1852. READING A TIME LINE

2. They probably did not realize the

negative effects that mining would

have on the environment. EVALUATE

3. FOCUS QUESTION People came

by covered wagon from eastern

states. Others came by boat down

to Panama or all around the tip of

South America. Still others came

across the Pacific Ocean from China.

READING/WRITING ACROSS TEXTS

Internet Research and Inquiry Activity

Students can find more facts about the

Gold Rush at www.macmillanmh.com

The Gold Rush

Explain that, although the Gold Rush produced many exciting

stories in which people struck it rich, there were many other stories

of people who faced hardships and disappointment.

Direct student partners to the library and the Internet to find out

more about what life was like for those who succeeded in finding

gold and those who failed. Based on their research, students should

create two characters who participated in the Gold Rush—one who

found gold and one who did not. Each partner should choose to

become one character and write a letter home to a family member

or friend, using factual information to describe what the life of that

miner was like. Have partners share and compare their letters.

Social Studies ActivityInvite students to display and

tell about their line graphs. Have

students compare the information

they compiled about how much gold

was worth in each year. Encourage

students to explain why they think the

price changed so much over time.




Write About a Place

Writer’s CraftA Strong ConclusionA good magazine article is organized by topic sentences and interesting supporting details. A strong conclusion sums up the article. A Day at White Pines Forest

by Casey R.

The White Pines Forest is a great place to visit. If you like rivers and boating, you’ll find lots to do. You can go boating on Muddy River in many different kinds of boats. People who like to swim can go to Colson Lake. Little kids can play happily on the lake’s sandy shore.

There’s plenty to do on dry land, too. You can hike and picnic among the pine trees. At the wildlife center, visitors can watch snakes slowly slithering around in their cages and hear owls hoot spookily. You will find great things to do at White Pines Forest.

My article for the school newsletter includes topic sentences and interesting details.

I summed up with a strong conclusion.

686

Features of a Magazine Article

Magazine articles present facts and photographs of the people,

places, discoveries, and living things that are being discussed. The

main purpose of a magazine article usually is to inform readers.

■ The information in magazine articles is well researched and

up-to-date.

■ Topics relate to a specific type of magazine. The topics appeal

to the interests of the magazine’s readers.

■ The writer’s voice shows a clear understanding of the topic.

686

WritingA Strong Conclusion

READ THE STUDENT MODEL

Have students read the bookmark

about a strong conclusion. Explain that

strong conclusions leave readers with

a clear understanding of the writer’s

main ideas. Strong conclusions also

give readers a way to think about

these ideas beyond the reading.

Have students turn to page 665.

Identify the conclusion and discuss the

features that make it strong.

Have the class read the student model

and callouts. Tell students that they will

write a short magazine article about a

special place in their community. They

will include a strong conclusion.

WRITING• Expository Writing

• Writer’s Craft: A Strong Conclusion

WORD STUDY• Words in Context

• Word Parts: Suffixes

• Phonics: Final /әn/

• Vocabulary Building

SPELLING• Final /әn/

GRAMMAR• Adverbs

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 687M–687V

Transparency 101

Writing Transparency 101

Expository Writing

Your TurnWrite a short magazine article about a

special place to visit in your community.

Write topic sentences and support them

with details. In your details, describe

the features of this special place

and explain why it is worth visiting.

Sum up with a strong conclusion.

Use the Writer’s Checklist to check

your writing. Include photographs

in your article.

Writer’s Checklist

Ideas and Content: Have I included the most

interesting information about this special place?

Did I use a strong conclusion?

Organization: Did I start each paragraph with

a topic sentence and then provide interesting

supporting details?

Voice: Will readers sense my enthusiasm?

Word Choice: Did I use precise and colorful

language to help my readers picture this place?

Sentence Fluency: Did I vary my sentences?

Conventions: Did I use good and well correctly?

Did I check my spelling?

687

PREWRITE

Discuss the writing prompt on page

687. Present the mini lesson on Writing

Purpose on page 687B, discuss

the purposes of a magazine article,

and remind students that writers of

magazine articles present key facts in

topic sentences. Students’ audience

will be the teacher and classmates.

Students can work in pairs to

brainstorm places for their articles. Ask

them to choose the place they would

most like to visit.

Display Transparency 101 and discuss

how the writer used a main idea and

details chart to plan a magazine article.

Have students use a similar chart to

plan their own articles.

DRAFT

Display Transparency 102. Discuss the

draft and ways the writer can improve

it. Before students write, present the

lesson on A Strong Conclusion on

page 687A and the mini-lesson on

Voice on page 687B. Have students

use their charts to write their articles.

Remind them to end with a strong

conclusion that emphasizes that this

place is special.

REVISE

Display Transparency 103 and discuss

the writer’s revisions. Point out how

the writer’s conclusion strengthens

her main idea. Students can revise

their drafts or work on them later. If

they choose to revise, have them work

in pairs to use the Writer’s Checklist

on page 687. Then ask students

to proofread their writing. For

Publishing Options, see 687A.

For lessons on Grammar and Spelling,

see page 687B and 5-Day Spelling

and Grammar on pages 687G–687J.

Writing Student pages 686–687

Transparency 101: Main Idea

and Details Chart

Transparency 102: Draft

Transparency 103: Revision

Main Idea and Details ChartPlace: White Pines Forest

Main Idea Details

good place for boating and swimming

boating on Muddy Riverswim in Colson lakeplay in the sand

good things todo in woods

hike and picnic in the pine trees

visit wildlife center to see snakes, hear owls



SPEAKING STRATEGIES

■ Use tone of voice to show

enthusiasm for this place.

■ Emphasize descriptive

words that tell why this

place is special.

■ Make eye contact with

your audience.

■ Emphasize the main idea

in your opening and in

your conclusion.

LISTENING STRATEGIES

■ Listen carefully for facts that

identify the special place.

■ Use the writer’s description

to imagine the place.

■ Ask yourself what the

writer’s conclusion makes

you think about. Then

use your response to ask

questions.

■ Distinguish positive from

negative verbal and

nonverbal communication.

687A

A Strong ConclusionEXPLAIN/MODEL

Good writers use a strong conclusion to make their ideas clear and

to keep readers thinking about these ideas. A strong conclusion

restates the main idea. It often invites the reader to think about or

do something, such as visit a special place. Have students reread

the student model on page 686. Point out the final sentences as

an example of a strong conclusion that reminds readers why White

Pines Forest is a special place. Display Transparency 104.

Think Aloud

The first example gives me three reasons why the

writer likes to visit Hammonasett Park and helps me see that this

is a special place. The second example doesn’t tell me very much

about the park, so I can’t really understand why the writer likes it

so much.


Transparency 104

PRACTICE/APPLY

Work with students to read the four conclusions and identify the

stronger examples. Ask students to tell why these examples are

stronger than the others. Discuss how a strong conclusion can leave

readers thinking about a special place and perhaps wanting to visit

it. Then have students identify and discuss a strong conclusion in

another piece of writing they have recently read.

Tell students that as they draft their magazine articles, they should

think about creating a strong conclusion that restates their main

idea and paints a clear final impression of their special place.

Publishing OptionsStudents can read their magazine article to the class. See the Speaking and Listening tips below. They can also use their best cursive to write. (See Teacher’s Resource Book pages 163–168 for cursive models and practice.) Invite students to illustrate their article.

Writing

Writer’s Craft

4- and 6-Point Scoring Rubrics

Use the rubrics on pages 787G–787H to score published writing.

Writing Process

For a complete lesson, see Unit Writing on pages 787A–787H.

Strong Conclusions

Strong: Only at Hammonasett Park can I roller blade, see a

Civil War play, and go swimming in the ocean.

Weak: Hammonasett Park is a fun place to visit. It is really

great anytime.

1. At Sunset Pond, I’m never bored. I can race toy sailboats or

fish in summer or ice skate and toast marshmallows in winter.

2. Sunset Pond is never boring because there is something to do

all year round.

3. The Ivoryton Library has something for everyone, from free

computers to displays about our town’s history to lots and lots

of books!

4. The Ivoryton Library is a great library.

(1. strong; 2. weak; 3. strong; 4. weak)

Writing Transp

arency 104

Technology

Writing

Writer’s Toolbox

Adverbs

Explain/Model Adverbs tell more about verbs.

They usually answer the questions how, when, or where and often appear right before or right after

a verb. Adverbs that answer the question how

often end in ly, as in happily. Good writers use

adverbs correctly to add details about their verbs.

Practice/Apply Work with students to find

adverbs in the student model on page 686. For a

complete lesson on adverbs, see pages 687I–687J.

Mechanics The word well can be an adverb or an

adjective. Use well as an adverb to modify verbs, as

in Shelly swims well. Do not use adverbs to modify

nouns.

Writing Trait: Voice

Explain/Model Good writers use lively words to

show enthusiasm for places they describe. Have

students reread the model on page 687. Point out

the words happily and great. Explain that these

words help readers hear the writer’s excitement

about White Pines Forest.

Practice/Apply Discuss how lively words can

create a clear voice that readers can easily hear.

Find other words in the student model that show

the writer’s enthusiasm.

Remind students that they can use the copy and paste

buttons to copy the place name and paste it in another

location of their magazine article. This can save time and

decrease misspellings.

Writing Purpose

Explain/Model Explain that writers always have

a purpose, or reason, for writing. The main writing

purposes are to entertain and to inform. Magazine

articles combine these purposes. They are usually

written to be read by others. Magazine articles must

be written to entertain readers while informing

them.

Practice/Apply Work with students to find ways

that the student model both entertains and

informs. Discuss why both purposes are important

to magazine articles. As students draft, tell them

to try to make their writing both entertaining and

informative.

Spelling Words with /әn/

Ask students to find the word motion on page

665. Point out that the sound /әn/ is spelled on in

motion. Explain that this sound can also be spelled

in, as in robin, or en as in ridden. Ask students to

pay attention when they spell words with the /әn/

sound. Remind them that they can use a print or

online dictionary to check spelling in their drafts.

For a complete lesson on words with /әn/, see

pages 687G–687H.

The Gold Rush Game 687B

687C

Word Study

Word Study

Objectives• Apply knowledge of word

meanings and context clues

• Use suffixes to understand

unfamiliar words

Materials

• Vocabulary Transparencies

51 and 52


Reinforce Vocabulary

Use physical actions

to pantomime the

words outstretched, annoyed, circular, and

disappointment. Use the

words in sentences as you

pantomime. Have students

select words to act out.

annoyed (p. 669)

bothered or disturbed by

prospectors (p. 670)

people who search for

gold or other minerals

circular (p. 673) in the

shape of a circle

outstretched (p. 674)

extended outward

reference (p. 679) a

mention or source of

information

disappointment (p. 679)

a feeling of sadness because

the outcome of a situation is

not what was expected

glinted (p. 679) sparkled

Review

VocabularyWords in Context

EXPLAIN/MODEL

Review the meanings of the vocabulary words. Display

Transparency 51. Model how to use word meanings and context

clues to fill in the first missing word with students.

Think Aloud In the first sentence, I learn that someone joins a

group of people who are looking for gold. I need a word that

means people who do that. I know that prospectors are people

who look for metals. I think the missing word is prospectors.

PRACTICE/APPLY

Instruct students to complete the remaining sentences on their

own. Have them use context clues to fill in the missing words for

items 2–7 on a separate sheet of paper. Then students can exchange

papers, check their answers, and explain the context clues they used

to figure out the missing words.

Diamante Poem Student pairs can use a thesaurus or dictionary

to identify a synonym for a vocabulary word. Once they have a

synonym pair, students can use the pair to create a diamante poem.

Transparency 51

reference prospectors circular glintedannoyed disappointment outstretched

1. He thought he could find gold faster if he worked with a group of prospectors.

2. In his outstretched hand, the miner had a nugget of gold.

3. We hid our disappointment when we learned he had found worthless rocks.

4. The prospector was annoyed by the end of the day since all he had found was fool’s gold.

5. He used a circular pan to dip into the stream.

6. The nuggets of gold glinted in the sunlight.

7. I found a reference to the Gold Rush in a book about California.

Vocabulary Transparency 51

A suffix is a word part that can be added to the end of a base word. Adding a suffix to a base word changes its meaning. When added to the end of a verb, the suffix -er or -or means “a person who.” teach + er = teacher (a person who teaches) act + or = actor (a person who acts)

Look for the verb. Then add the correct suffix to make a word that means the same as the entire phrase in bold.

1. A person who travels across time is a time .

2. A person who mines for gold is a .

3. In the 1800s, many people traveled by sea. And a person who worked

on the sailing ships was called a .

4. Wong Daido was a person who survived the river current.

He was a .

5. A person who settled in California was a .

6. A person who bikes on California’s mountain trails is a mountain

.

7. A person who visits the site of Sutter’s Mill is a .

8. A person who researches the history of the California Gold Rush

is a .

traveler

miner

sailor

survivor

settler

biker

visitor

researcher




Vocabulary Strategy Transparency 52

Suffixes

1. prospect prospectors

Sentence: Many prospectors went to California to look

for gold. 2. ranch

3. govern

4. narrate

5. collect

6. report

7. photograph

8. wrestle

9. conduct

10. inspect

Transparency 52

Word Study

STRATEGYWORD PARTS: SUFFIXES

EXPLAIN/MODEL

Explain that a suffix is a group of letters added to the end of a word

to form a new word. A suffix has its own meaning, which modifies the

meaning of the word it is added to. Adding a suffix can also change a

word’s part of speech. The same suffix can be added to many different

words.

Read item 1 on Transparency 52. Tell students that to prospect is

to look for something. Model changing the verb to a noun meaning

“one who” by adding the suffix -or. Then have a student read the

sentence containing prospectors.

PRACTICE/APPLY

Have students add -er or -or and create sentences for numbers 2–10

on Transparency 52.


If No Approaching Level Vocabulary, pp. 687N–687O



Can students use context clues to choose the correct word?

Can they use suffixes to understand unfamiliar words?

Suffix Practice Help

students understand base

words and suffixes by

practicing with familiar

words, such as learn and

learner, and play and player. Write each new word in

a sentence so students

see how the meaning of

the word and its part of

speech changes.

The Gold Rush Game 687D

The final /әn/ sound is what you hear at the end of the following words:

wooden often raisin reason bacon

The /әn/ sound can be spelled -en, -in, or -on.

Write a word from the box to complete each sentence. Underline the letters that represent the /әn/ sound.

1. Were there any at the mining camps?

2. Nine plus two is one less than a .

3. Do you know the why the computer turned into a time machine?

4. Miners fried up lots of for their breakfasts.

5. General stores in San Francisco sold yards of for all the clothes the miners would need.

6. My great-grandfather had a who was a gold miner.

7. The earthquake left them feeling very up.

8. I love to to stories about the Gold Rush.

9. Most of the miners could sew a patch or a on their clothes.

10. The pigeon is a bird in many cities.

bacon proven button eleven cousin dozenwomen reason shaken listen common cotton

women

dozen

reason

bacon

cotton

cousin

shaken

listen

button

common




687E

Phonics Decode Words with Final /әn/

EXPLAIN/MODEL Words that end with a vowel plus an n and have

an unaccented last syllable are pronounced alike. They all sound like

the en in open; this syllable is /әn/. It does not matter which vowel

comes before n; the sound can be spelled -en, -in, or -on. Write

orphan.

Think Aloud

I see that this word begins with or. That’s probably

pronounced /ôr/. I know that ph often has the sound /f/. If the last

syllable is unaccented, I should pronounce it /әn/. When I blend

the sounds together, I get /ôr fәn/. I know that word.

PRACTICE/APPLY Write eleven, cousin, widen, common, mistaken, oxygen, raisin, cotton, and ripen. Ask students to underline the vowel

plus n at the end. Then have them read the words aloud. Emphasize

that the pronunciation is always the same in an unaccented last

syllable with a vowel plus n.

Decode Multisyllabic Words Remind students that they can use

their knowledge of phonics patterns and word parts to decode

longer words. For more practice decoding words ending in /әn/, see

the decodable passages on Teacher’s Resource Book pages 30–31.

The /әn/ Game Show Divide students into groups. Select a host

and determine order of play. Make a board with three columns,

each with a different heading: -en, -in, or -on. Each space in the grid

has a Spelling Word associated with it and is worth one point. The

first player chooses a space. The moderator then reads the word’s

definition. The player is required to ask a question that names the

word and then spell the word.

A possible exchange: Host: This fastens clothes. Player: What is a

button? b-u-t-t-o-n. The game continues until all spaces in the grid

have been selected. The winner is the player with the most points at

the end of the game.

Objectives• Decode words with schwa + n• Identify connotation

Materials


• Teacher’s Resource Book,

pp. 30–31

Provide Practice

Activities Discriminating

the final vowel in the

spelling of words ending

with the /әn/ sound will

be difficult for students.

Repeated use of words in

modeled writing activities

over time will help students

learn the correct spellings.

Word StudyWord Study


If No Approaching Level Phonics, p. 687M



Can students decode words with final /әn/?

Vocabulary Building

Connotation Write on the board, The miner laughed.

Then he looked closely at Eric and Matt. “You’re not

from around here, are you?” Remind students that

a word or group of words has a basic meaning,

its denotation. The meaning can also include

connotations, feelings or ideas associated with the

words. The quote, “You’re not from around here, are

you?” means what the words say, that Eric and Matt

are from a different place. It also may mean that

there is something strange or unusual about the

boys. That is part of the connotation. Say, You have a

unique way of dancing! Model speaking the sentence

with different connotations for the word unique.

Have students practice changing and explaining

connotations in pairs.

Spiral Review

Pan for Words On the board, draw a large flat

pan similar to that used when panning for gold.

Cut golden nuggets out of self-sticking notes.

Write the vocabulary words from this week and

previous weeks on the nuggets and post them in

the pan on the board. Randomly hand students

nuggets from the pan. Students are to define or

give a synonym for the words on the nuggets. If a

student provides a correct definition or synonym,

he or she keeps the nugget.

Oral Language

Expand Vocabulary Write The Gold Rush at the top

of a KWL chart. On the left, help students brainstorm

and list what they know about the Gold Rush. Then,

using the selection, dictionaries, thesauruses, and

encyclopedias, have students create questions related

to the Gold Rush they would like to find answers to.

Revisit the KWL chart at the end of the week to see if

the students can answer these questions.

KNOW WANT TO KNOW LEARNED

Word Study

Vocabulary Building

Apply Vocabulary

Write a Dialogue Review interjections with

students. Have them find two interjections on

Student Book pages 674 and 678. (Aiee!; Wow!)

Then have students write at least ten lines of

dialogue that might have

taken place between

two prospectors

searching for gold.

Students should

include at least three

vocabulary words and two

interjections in their writing.

Vocabulary PuzzleMaker For additional vocabulary and

spelling games, go to

www.macmillanmh.com

The Gold Rush Game 687F


687G

Pretest Word Sorts

5 Day SpellingSpelling

Dictation Sentences 1. A robin made a nest in our tree.

2. Push the elevator button, please.

3. We cooked bacon and spinach omelets.

4. I gave my reason for being late.

5. I’m wearing green cotton socks.

6. We came across a sunken ship.

7. There are eleven kids on my team.

8. My cousin is visiting from Mexico.

9. The scarf was woven out of wool.

10. There is a raisin in this cookie.

11. A cannon is on exhibit at the fort.

12. I ate a warm blueberry muffin.

13. They plan to widen our street.

14. The old wooden steps are rotting.

15. I have never ridden a horse.

16. Paul and I have a lot in common.

17. It cannot be proven that the money was stolen.

18. Do you go to the beach often?

19. You can see a penguin at the South Pole.

20. We saw a dinosaur skeleton.

Review/Challenge Words 1. She won a medal for her bravery.

2. Tim is a pupil at the school.

3. One paddle fell into the lake.

4. He played a violin in the concert.

5. Take a vitamin for good health.

Word in bold is from the main selection.

Spelling Practice Book, pages 161–162 Spelling Practice Book, page 163

Words with Final /әn/

ASSESS PRIOR KNOWLEDGE

Using the Dictation Sentences, say

the underlined words, read the

sentences, and repeat the words.

Have students write the words on

Spelling Practice Book page 161.

For a modified list, use the first 12

Spelling Words and the 3 Review

Words. For a more challenging list,

use Spelling Words 3–20 and the

2 Challenge Words. Have students

correct their own tests.

Have students cut apart the Spelling

Word Cards BLM on Teacher’s

Resource Book page 91 and figure

out a way to sort them. Have

students save the cards for use

throughout the week.

Use Spelling Practice Book page 162

for more practice with this week’s

Spelling Words.

For Leveled Word Lists, go to

www.macmillanmh.com

TEACHER AND STUDENT SORTS

■ Review the Spelling Words,

pointing out the three different

spellings of the schwa + n sound.

■ Use the cards on the Spelling Word

Cards BLM. Attach the key words

bacon, ridden, and robin on the

board. Explain that students will

sort the Spelling Words according to

how the schwa + n sound is spelled.

Model how to sort the words by

these endings. Have students take

turns sorting cards and explaining

how they sorted the cards. When

students have finished the sort,

discuss the differences in the o

sounds in proven and woven.

■ Invite students to do an open

sort in which they sort all of the

Spelling Words any way they wish,

for example, by parts of speech

or by doubled letters. Discuss

students’ methods of sorting.

robin cousin ridden

button woven common

bacon raisin proven

reason cannon often

cotton muffin penguin

sunken widen skeleton

eleven wooden

Review medal, pupil, paddle

Challenge violin, vitamin


Review and Proofread

CATEGORIES

Read each group of words below.

Ask students to copy the words

into their word study notebooks,

completing each group by adding

a Spelling Word that fits in the

same category.

1. ham, sausage, (bacon)

2. sparrow, pigeon, (robin)

3. wool, silk, (cotton)

4. three, six, (eleven)

Challenge students to come

up with other similar word

groups to which they can add

Spelling Words, Review Words, or

Challenge Words.

Have partners write a sentence

for each Spelling Word, leaving

a blank space where the word

should go. They can exchange

papers and fill in the blanks.

SPIRAL REVIEW

Review the final /әl/ spellings.

Write medal, pupil, and paddle on

the board. Have students identify

other words with the schwa + l

sound that are spelled these three

different ways.

PROOFREAD AND WRITE

Write these sentences on the

board, including the misspelled

words. Have students proofread,

circle each misspelled word, and

write the word correctly.

1. I offin hit the wrong butten.

(often, button)

2. I ate bakin, eggs, and a muffen.

(bacon, muffin)

3. Sometimes my couson makes

raisen toast. (cousin, raisin)

4. A pengin jumped onto

the woodin ship. (penguin,

wooden)

POSTTEST

Use the Dictation Sentences on

page 687G for the Posttest.

If students have difficulty with any

words in the lesson, have students

place them in a list entitled

Spelling Words I Want to Remember

in a word study notebook.

Challenge student partners to

look for words that have the same

schwa + n patterns they studied

this week.

Spelling

Word Meanings

bacon cotton muffin buttonwoven cousin proven oftenridden robin raisin widencannon eleven reason sunkencommon penguin skeleton wooden

What’s the Word?

Complete each sentence with a word from the spelling list.

1. The they went west was to find gold.

2. Some men left their fields in search of gold.

3. There were three paths to California in 1849.

4. The family traveled in a wagon.

5. Some miners used a that shot water at the mountain.

6. They found a ship filled with gold.

7. Miners risked their health searching for gold.

8. They had for miles with no sign of water.

9. Earlier promises of gold in California had to be untrue.

10. He wore a fancy jacket with each made of pure gold.

Analogies

An analogy is a statement that compares sets of words that are alike in some way: Night is to t day asy black is to k white. This analogy points out that night and t day are opposite in the sameyway that black and k white are opposite.

Use the spelling words to complete the analogies below.

11. Bear is to r polar bear as r bird is to .

12. Plum is to prune as grape is to .

13. Wood is to frame as bones are to .

14. Mom is to child as aunt is to t .

reasoncotton

commonwooden

cannonsunken

oftenridden

provenbutton

penguinraisinskeleton

cousin

Spelling Practice Book, page 164 Spelling Practice Book, page 165

Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correct word. Before you begin, look at the sample set of words. SampleA has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:

� frosen � poisen� frozen � poyzon� frozon � poysen� froson poison

1. � baken� backen� bacin� bacon

2. � woven� wovin� wovon wovenn

3. � riden� riddon� ridden� riddin

4. � cannon� cannen� canin kanon

5. � comon� common� commen� commun

6. � coton� cottin� kotten cotton

7. � kuzzin� cusin� couson� cousin

8. � robbin� robin� roben robben

9. � ealeven� eleven� eelevin� elevin

10. � pennguin� penguin� pengwin pingwin

11. � mufi n� muffen� muffi n� mufein

12. � proven� proveen� provon prooven

13. � rasen� razin� raisin� raisen

14. � reason� reesin� reeson reasin

15. � skelletin� skeletin� scheleton� skeleton

16. � buttin� button� butten buton

17. � often� offen� offi n� oftin

18. � widin� widon� widen wyden

19. � sunkin� sunkan� sunken� suncken

20. � woulden� wooden� wouden woodden

�

��

��

��

��

��

��

��

��

��

��

��

��

��

��

Spelling Practice Book, page 166

Assess and Reteach

The Gold Rush Game 687H

Grammar

5 Day Grammar

AdverbsDaily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Daily Language Transparency 26.

DAY 1A Gold Rush is one of the topics in my book about america. Of the last two periods we studied, its the most interesting. (1: The Gold Rush; 2: America; 3: it’s; 4: more)

DAY 2Boy, did miners work hard? Ben do you think they were strongest than you? (1: hard!; 2: Ben,; 3: stronger)

DAY 3Yes miners had to work quick to make money. They had to look close at the mud in the pan. (1: Yes,; 2: quickly; 3: closely)

DAY 4Eric was a well player. He pushed a butten for no reasen and sudden went back in time. (1: good; 2: button; 3: reason; 4: suddenly)

DAY 5The chinese miner had always riddon good. Eric oftenly behaved polite. (1: Chinese; 2: ridden well; 3: often; 4: politely.)

Provide Examples/

Categorize Make a list

of -ly adverbs. Discuss the

meaning of the words

and categorize them by

how, when, and where. Co-

construct sentences with

students using the words:

I ran quickly. Ask questions

such as, How did I run? Help

students answer in full

sentences.

• Adjectives and adverbs should not be confused.• An adjective describes nouns. It gives information about a

person, place, or thing.• An adverb tells more about the verb, such as how, when,

and where an action takes place.

Read each sentence and look at the underlined word. Then tell if the word is an adjective or an adverb.

1. In 1848, many people quickly moved to California in search of gold.

2. The forty-niners hoped to become rich men.

3. I like to read interesting stories about the California Gold Rush.

4. Show your father the treasure map that you found yesterday.

5. The miner dug deeply into the hole to see if there was gold inside.

6. I do not think that what you found in the river is real gold.

7. On our fi eld trip to the gold mine, our guide led us through a dark tunnel.k

8. Matt and Eric were standing by a muddy road.

9. Raven always wanted to travel back in time to see how her

neighborhood used to look.

10. They eagerly waited to join the wagon train to California.

adverbadjective

adjective

adjective

adverb

adverb

adjectiveadjective

adverb

adverb

Grammar Practice Book, page 161

• An adverb is a word that tells more about a verb.• Some adverbs tell how an action takes place.w• Some adverbs tell when an action takes place.• Some adverbs tell where an action takes place.

Underline the adverb in each sentence. Then write if the adverbtells how, when, or where the action takes place.

1. My mother and I went to the library together for information about our

ancestors.

2. Many Native Americans lived freely on this land.

3. Tomorrow we will visit our local museum of natural history.

4. Were they traveling far in search of gold?

5. Did James Marshall fi rst fi nd gold at Sutter’s Mill?

6. John Sutter, Jr. built a new city nearby along the Sacramento River.

7. We patiently sifted the sand for gold.

8. Our uncle examined the rock carefully.

9. He carelessly threw the stone back in the water.

10. That greedy miner looked at them suspiciously.

11. We quickly ran down the path.

12. We then found the gold.

how

how

when

where

when

where

how

how

how

how

how

when


See Grammar Transparency 126 for modeling and guided practice.


Introduce the Concept

INTRODUCE ADVERBS

Present the following:

■ An adverb is a word that tells

more about a verb.

■ An adverb tells how, when, or

where about a verb.

■ Adverbs can be written before

or after the verbs they describe:

Happily, we walked up the aisle

to receive our awards. We walked

happily up the aisle to receive our

awards.

■ Many adverbs end in -ly. These

usually tell how: We jogged

quickly.

REVIEW ADVERBS

Review with students how to

recognize adverbs.

ADVERBS THAT TELL WHEN

AND WHERE

Present the following:

■ Adverbs that tell when include

soon, often, late, and never: Myra

got to the show late.

■ Adverbs like here and there can

tell where: She sat upstairs.

Teach the Concept

687I

Review and Proofread

Grammar

Review and Practice

REVIEW TYPES OF ADVERBS

Review how to identify adverbs

and the three questions they

answer.

MECHANICS AND USAGE:

GOOD VS. WELL■ Good is an adjective and should

be used only to modify nouns:

Charlotte is a good swimmer.

■ Well is an adverb when it is used

to modify verbs: Roxanne drives

well.

■ Well is used as an adjective only

to describe health: Christian feels

well.

■ In general, do not use an

adjective to describe a verb, or

an adverb to describe a noun.

REVIEW ADVERBS

Ask students to explain what

adverbs do. Have them explain

how they differ from adjectives.

A participial phrase includes the

participle and any related words.

When it begins a sentence, a

comma should follow the phrase.

PROOFREAD

Have students correct errors.

1. I did good on the test about

the Gold Rush. (well)

2. I got a good score because I

studied good. (studied well)

3. That’s a very happily dog.

(happy)

4. Working in his room, he wrote

his report very quick. (quickly)

Working in his room is a participial

phrase.

ASSESS

Use the Daily Language Activity

and page 165 of the Grammar

Practice Book for assessment.

RETEACH

Write the corrected sentences

from the Daily Language Activities

and the Proofread activity on

index cards. Tell students to form

two teams. One team draws a card

and reads the sentence. The other

team identifies the adverbs and

adjectives. If the team calls out

a wrong answer, the other team

has a chance to correct them. The

team that calls out the correct

answer then draws the next card.

Also use page 166 of the Grammar

Practice Book for reteaching.

• Good is an adjective and is used to describe nouns.• Well is an adverb that tells l how about a verb.w• Do not confuse the adjective good with the adverb well.• Use well as an adjective when you refer to someone’s health.l

Complete each sentence by writing the word good ord well on the line. l

1. Today our team did in the class treasure-hunt game.

2. Our teacher hid the treasure pieces so that they were very hard to fi nd.

3. The other team also did , but we found the pieces faster than they did.

4. Though I didn’t feel , I helped fi nd the last, hidden treasure piece.

5. It was a experience to win the game for a secondyear.

6. This river is a place to look for gold pieces.

7. Grandfather, would it be a idea to look for gold in the river?

8. If we pan for gold all day and night, we should do .

9. We can have a time swimming in the water if we do not fi nd anything.

10. Is your father feeling enough to come with us?

well

well

well

well

good

good

good

well

good

well


• An adverb is a word that tells more about a verb.• Some adverbs tell how an action takes place.w• Most adverbs that tell how end in -w ly. They are formed by

adding -ly to an adjective.y

Read the magazine article below and circle the six incorrectadverbs. Then write the words correctly on the lines below.

When the gold miners of 1849 were looking for gold, they frequent found

shiny stones in their pans. However, not all were true gold. Fool’s gold, also

called pyrite, is a stone that some miners mistaken confused with the real

thing. What if you ever fi nd a rock that looks like gold? These three ways

can quick help you fi nd out if it is real gold or fool’s gold.

First, look careful at the color. Both are shiny and yellow-colored, but

real gold also has a silver tone. The color of fool’s gold is more like brass.

Next, look at the shape. Fool’s gold usual forms cubes and larger shapes.

Real gold comes in chunks, fl akes, or sheets. Last, brisk rub it against

another hard object and smell it. Gold has no smell, but fool’s gold will

smell a little like rotten eggs. Maybe that’s why they call it fool’s gold!

1. 3. 5.

2. 4. 6.

Rewrite the above article with the correct adverbs on the lines provided.

frequentlymistakenly

quicklycarefully

usuallybriskly


Read each sentence. Then using the clue in the parentheses,circle the letter of the correct adverb that completes each sentence.

1. After gold was discovered at Sutter’s Mill, many people moved . (where?)

a. there c. briefl yb. well d. quietly

2. Her grandfather traveled to California to search for gold. (how?)

a. today c. bravelyb. outside d. ahead

3. Her grandfather shouted when he saw a piece of gold in theriver. (how?)

a. well c. aroundb. next d. gleefully

4. His shouting was so loud, it could be heard near and . (where?)

a. far c. soonb. fi rst d. silent

5. People came from everywhere to see why her grandfather wasshouting. (when?)

a. forcefully c. eagerlyb. wisely d. quickly

6. he realized that it was just a piece of fool’s gold. (when?)

a. Unhappily c. Thenb. Excitedly d. Nearly

Grammar Practice Book, pages 165–166




Assess and Reteach

The Gold Rush Game 687J

En

d-o

f-W

ee

k A

sse

ssm

en

t

ELL Practice and

Assessment, 162–163

Fluency Assessment

Administer the Test Weekly Reading Assessments, Passage and questions pages 325–332

ASSESSED SKILLS

• Cause and Effect

• Vocabulary Words

• Word Parts: Suffixes

• Adverbs

• Words with Final /ә n/

Administer the Weekly Assessment online or

on CD-ROM.

FluencyAssess fluency for one group of students per week.

Use the Oral Fluency Record Sheet to track the number

of words read correctly. Fluency goal for all students:

113–133 words correct per minute (WCPM).

Approaching Level Weeks 1, 3, 5

On Level Weeks 2, 4

Beyond Level Week 6

Alternative Assessments• Leveled Weekly Assessment for Approaching Level,

pages 333–340

• ELL Assessment, pages 162–163

Weekly Assessment, 325–332Assessment Tool

687K

Diagnose Prescribe

En

d-o

f-We

ek

Asse

ssme

nt

VOCABULARY WORDS

VOCABULARY STRATEGY

Word Parts: Suffixes

Items 1, 2, 3, 4

IF...

0–2 items correct . . .

THEN...

Reteach skills using the Additional

Lessons page T6.

Reteach skills: Go to

www.macmillanmh.com

Vocabulary PuzzleMaker

Evaluate for Intervention.

COMPREHENSION

Skill: Cause and Effect

Items 5, 6, 7, 8

0–2 items correct . . . Reteach skills using the Additional

Lessons page T1.


GRAMMAR

Adverbs

Items 9, 10, 11

0–1 items correct . . . Reteach skills: Grammar Practice Book

page 166

SPELLING

Words with Final /ә n/

Items 12, 13, 14

0–1 items correct . . . Reteach skills: Go to

www.macmillanmh.com

FLUENCY 109–112 WCPM

0–108 WCPM

Fluency Solutions


To place students

in the Intervention

Program, use

the Diagnostic

Assessment in the

Intervention Teacher’s

Edition.

TriumphsAN INTERVENTION PROGRAM

R E A D I N G

The Gold Rush Game 687L



Phonics

Approaching Level Options

Objective Decode words with final /әn/

Materials • Student Book “In Search of Gold” • Teacher’s Resource Book, p. 30

WORDS WITH FINAL /әn/

Model /Guided Practice

■ Explain that words that end with a vowel plus an n and have an

unaccented last syllable are all pronounced like the en in open. Explain

that this syllable is /әn/. It can be spelled -an, -en, -in, or -on.

■ Write bacon on the board. Point to the word and read it aloud. Say: I can hear that the first syllable in this word is accented, so it is pronounced /bā/. The c is not followed by e or i, so it is pronounced /k/. The last syllable is unaccented, so I pronounce the on as /әn/. If I blend the syllables together, I get /bā’ kәn/. Say it with me /bā’ kәn/. The word is bacon.

■ Have students follow your model to sound out the words listen and woman. Provide constructive feedback.

MULTISYLLABIC WORDS WITH FINAL /әn/

■ Write the word eleven on the board, and read it aloud. Point out that

the last syllable is unaccented and ends with a vowel plus an n. Help

students divide the word into syllables and sound it out, one syllable

at a time: /i/ /lev’/ /әn/, /i lev’ әn/, eleven. Have students read the word

several times.

■ Have pairs of students practice decoding longer words with final /әn/.

Write the following words on the board and ask student pairs to copy

them onto a sheet of paper. Have them say each word, draw lines to

divide it into syllables, and circle the unaccented last syllable.

unbutton forgiven rewoven uncommon

unproven skeleton oxygen suburban

■ Check each pair for their progress and accuracy.

WORD HUNT: WORDS WITH FINAL /әn/ IN CONTEXT

■ Review the different spellings of words with final /әn/.

■ Have students search pages 664–665 of “In Search of Gold” to find

words with final /әn/. Ask them to write the words and circle the

unaccented last syllable.

■ Tally the words to see if students have found the following: even, often, open, and gotten.

■ You may wish to have students repeat the activity with the decodable

passages on Teacher’s Resource Book page 30.

For each skill below,

additional lessons are

provided. You can use these

lessons on consecutive days

after teaching the lessons

presented within the week.

• Cause and Effect, T1

• Word Parts: Suffixes, T6

• Time Line, T11

Additional Resources

To help students build

speed and accuracy with

phonics patterns, use

additional decodable

text on page 30 of the

Teacher’s Resource Book.

Decodable Text

If students pronounce

a word such as woman

as /wu̇ man’/ with an

accented final syllable and

a short a, instead of /wu̇m’

әn/, say the word correctly

a number of times while

exaggerating the emphasis

on the first syllable and

the lack of emphasis on

the second. Have students

repeat after you. Then

explain that if students are

unsure of the emphasis

on a final syllable with

/әn/, they should try to

pronounce it both ways to

see which is correct.

ConstructiveFeedback

687M

Objective Read with increasing prosody and accuracy at a rate of 113–123 WCPM

Materials • Index cards • Approaching Practice Book A, page 189

WORD AUTOMATICITY

Have students make flashcards for the following words with final /әn/:

robin, cousin, ridden, button, woven, common, bacon, raisin, proven, reason, cannon, often, cotton, muffin, penguin, sunken, widen, and skeleton.

Display the cards one at a time and have students say each word. Repeat

twice more, displaying the words more quickly each time.

REPEATED READING

Model reading the passage on Practice Book A page 189. Tell students

to pay close attention as you read. Then read one sentence at a time and

have students echo-read, copying your tempo and intonation.

During independent reading time, have students work with a partner.

Have one student read aloud while the other repeats each sentence.

Ask students to write down words they felt were difficult to pronounce.

Circulate and provide constructive feedback.

TIMED READING

At the end of the week, have students do a final timed reading of the

passage on Practice Book A page 189. Students should

■ begin reading the passage aloud when you say “Go.”

■ stop reading the passage after one minute when you say “Stop.”

Keep track of miscues. Coach students as needed. Help students record

and graph the number of words they read correctly.

Vocabulary

Objective Apply vocabulary word meanings

Materials • Vocabulary Cards

VOCABULARY WORDS

Display the Vocabulary Cards for this week’s words: reference, prospectors, disappointment, annoyed, circular, outstretched, and glinted. Review the definitions of each word in the Glossary of the Student

Book. Then provide students with a question for each vocabulary word.

Make sure questions help students to think about causes and effects. For

example: Would you be disappointed if you were a prospector who didn’t find gold? Ask students to include the vocabulary word in their answers.


If students read dialogue

without sufficient

intonation, pauses, and

attention to punctuation,

reread the passage to

them, one sentence at a

time, exaggerating the

correct intonation and

pauses. Have students copy

your expression as they

echo-read each sentence.

ConstructiveFeedback

The Gold Rush Game 687N

Vocabulary

Approaching Level Options

Review last week’s words

(descendants, sanctuary,

glistening, threatened,

coaxing, fragile, habitat)

and this week’s words

(reference, prospectors,

disappointment, annoyed,

circular, outstretched,

glinted). Have students use

each word in a sentence.

Objective Identify suffixes

Materials • Student Book “In Search of Gold”

WORD PARTS: SUFFIXES

Work with students to break each vocabulary word into word parts. Have

them copy the words and underline any word endings they find, such as

-ed, -ors, -ence, or -ment. Have students work together to come up with a

meaning for each suffix.

Comprehension

Objective Identify cause and effect

Materials • Student Book “In Search of Gold” • Transparencies 26a and 26b


Remind students that understanding how a story is structured or

organized can help them better understand its plot.


Explain/Model

■ The cause is why something happens. Sometimes there is more than

one cause for an event.

■ What happens is the effect.

Display Transparencies 26a and 26b. Reread the first few paragraphs.

Think Aloud

In the third sentence, I read about Larry’s bringing

photographs of gold on the class trip. This is the effect. He thought he

could use them as a reference when he was searching for gold. This is

the cause.

Practice/Apply

Read the rest of the story. After reading, invite students to retell the story,

paraphrasing the events in order to identify causes and effects. Discuss

the following questions with students.

■ What caused some people to turn to farming or ranching?

■ Why did Larry angle his pan so he could get a better look?

■ Why did everyone gather around Larry?

Student Book, or Transparencies 26a and 26b

by Al Ortiz

687O

Leveled ReaderLeveled Reader Lesson

Objective Read to apply strategies and skills

Materials • Leveled Reader There’s Gold in Those Hills!

PREVIEW AND PREDICT

Have students read the title and preview the photos and first two

chapters. Ask students to write any questions they may have, then

make predictions about what might happen in the story.

VOCABULARY WORDS

Review the Vocabulary Words as needed. As you read together, discuss

how each word is used in context.


Remind students that recognizing how the selection is organized can

help them understand what happens and why.


Read Chapter 1 with students. Remind them to pay attention to what

happens in the text and think about why it happens.

Think Aloud In the first chapter, I learn that in 1828, gold nuggets were

found in White County, Georgia. After that, thousands of people moved

to Georgia to look for gold. I need to remember this information for my


READ AND RESPOND

Finish reading There’s Gold in Those Hills! with students. Ask them to

compare what happened in Colorado and in Alaska to what happened in

Georgia in Chapter 1. Have students describe how it must have felt for a

settler first arriving in these places, and for a Native American being sent

out of these places. Help them complete their Cause and Effect Diagrams.

MAKE CONNECTIONS ACROSS TEXTS

Invite students to compare “In Search of Gold” and There’s Gold in Those Hills!

■ Which selection tells you why people went to Georgia to look for gold?

■ Did both selections give you a good idea of why people wanted to be

prospectors? Give reasons to support your answers.

Leveled Reader

Cause and Effect Review

There’s Gold in Those Hills! with the class. Ask students

to choose one cause and

effect from their Cause

and Effect Diagrams. Have

them illustrate their chosen

cause and effect on a

divided sheet of paper. Ask

students to write sentences

that describe the cause

and effect they chose.

Have students share their

drawings and sentences.

The Gold Rush Game 687P

Leveled Reader LessonVocabulary

On Level Options

Student Book


As I read, I will pay attention to pauses, stops, and intonation.

In the early 1800s, the United States needed room to grow.

10 Most people lived in the East. The cities were crowded. New land

22 was expensive. Young families couldn’t afford to buy farms.

31 Then the United States government purchased land from

39 France. The government also acquired land from Mexico. Soon the

49 country stretched all the way to the Pacific Ocean. People looked

60 to the setting sun with outstretched arms and said, “Go west!”

71 Settlers rode in wagons or on horses. They followed long, dusty

82 trails across hot plains for thousands of miles. There was no shelter.

94 People slept in tents on the ground. They had to watch out for wild

108 animals like wolves and snakes. The trip west could take months.

119 Then a railroad was built that stretched from the East Coast

130 almost to the West Coast. The railroad made travel faster. More

141 people poured into the new lands. The settlers quickly built small

152 towns where the farming, fishing, and mining were good. 161

Comprehension Check

1. What caused people to move west? Cause and Effect

2. What does the author feel towards people who lived in the East in the 1800s? Author’s Perspective

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

The cities were crowded and land was expensive in the East. Then a railroad made it easier to go west.

He feels sympathy for them because their cities are crowded and land was expensive.

Objective Use vocabulary words and suffixes

Materials • Vocabulary Cards • Student Book The Gold Rush Game

VOCABULARY WORDS

Play a vocabulary game. Explain that you will hold up a Vocabulary Card.

The person whose turn it is will provide a definition for the word. If the

student gives the correct definition, he or she gets a point. Continue with

the next student using a different word. If a word is defined incorrectly,

use the same word until somebody defines it correctly.

WORD PARTS: SUFFIXES

Review suffixes, such as -er and -or, with students. Have them find the

word miner on page 669 of The Gold Rush Game. Challenge them to

identify the suffix and the base word, and the meaning of both mine and

miner. Partners can then write a sentence using the word. Repeat with

other selection words.

Text Features

Objective Read time lines for information

Materials • Time lines in textbooks, magazines, and other resources

TIME LINE

Discuss the purpose and importance of time lines in a nonfiction

article, such as “Gold!” Then have students look through textbooks and

magazines to point out and discuss the use of time lines.

Objective Read fluently with appropriate prosody at a rate of 113–133 WCPM

Materials • On Level Practice Book O, p. 189

REPEATED READING

Model reading the Fluency passage on page 189 of Practice Book O. Then

help students mark phrasing cues. Remind students that a single slash

indicates a pause, usually between phrases. A double slash indicates a stop,

usually between sentences. Read the first part of the passage, pausing or

stopping naturally according to the phrase markings. Partners can finish

marking the passage on their own.

Timed Reading During independent reading time, have students practice

the passage together. At the end of the week, have them do a timed

reading and record their reading rates.

687Q



Materials • Leveled Reader Towns of the West, from Boom to Bust

PREVIEW AND PREDICT

Have students preview Towns of the West, from Boom to Bust.

■ Ask students what they think the selection will be about.

■ Have students write questions about the term “boom to bust.”


Encourage students to pay attention to how the settings affect the

people and events in this selection.


Review: The cause is what makes something happen, and the effect is

what happens. Explain that students will fill in information about what

happens and why in Cause and Effect Diagrams. Have students tell what

events led to the need for more stores and services in the boomtowns.

READ AND RESPOND

Read Chapter 1. Pause to discuss details about boom towns. What causes

each to differ from the others? At the end of Chapter 1, fill in the Cause

and Effect Diagram.

VOCABULARY WORDS

As they finish reading Towns of the West, from Boom to Bust, ask students

to point out vocabulary words as they appear. Discuss how each word is

used. Ask, What did prospectors do?

MAKE CONNECTIONS ACROSS TEXTS

Invite students to summarize and draw connections between Towns of the West, from Boom to Bust and The Gold Rush Game.

■ Ask students to explain what event the selections have in common.

■ Ask students to describe the good and bad effects of the Gold Rush on

the land and the people of the country.

ELLLeveled Reader

Go to pages

687U–687V.

Leveled Reader

The Gold Rush Game 687R

Vocabulary


Beyond Level Options

Create Time Lines Ask

students to brainstorm

important events that have

happened in their lives.

Write the ideas on the

board. Then have students

create their own personal

time lines that map the

important events that have

occurred in their lives.

Events could include: date

of birth, a family vacation,

or important moments at

school. Students can also

include world events on

their time lines. When they

finish, have students share

their time lines.

Objective Generate questions and answers using vocabulary words

EXTEND VOCABULARY

Write two or three questions that each include one content vocabulary

word. (For example: Why is gold called a precious metal?) Have students

answer the questions using the information in any of the week’s readings

and their own ideas. Then challenge them to write their own questions

using each word and give them to a partner to answer. Remind students

to check the spelling of each content word as they write their questions.

Text Feature

Objective Use time lines to convey information

Materials • Social studies textbook, magazines, and other resources

• Student Book “Gold”

TIME LINE

Review how time lines show the order in which historical events occurred.

Ask students how the time line in “Gold!” helps them to figure out

whether the United States and Mexico went to war before or after Mexico

won its independence from Spain.

Invite students to select and read a passage from a social studies textbook

or another resource. Challenge them to create time lines that present

information from the passage. Allow students to refer to sample time lines

as guides for presenting information in time order.

Objective Read fluently with appropriate prosody at a rate of 123–133 WCPM

Materials • Beyond Practice Book B, p. 189

REPEATED READING

You may wish to have students mark up the Fluency passage on page

189 of Practice Book B with slashes to indicate pauses and stops. Remind

students to pause and stop when they transition from one sentence or

phrase to another. Then read one sentence at a time, having students

echo-read, imitating your pauses and intonation.

During independent reading time, have partners take turns reading aloud

the passage. Listen for accuracy. Remind students to tell their partners

when they have done well.

Student Book

by Patricia West

687S



Materials • Leveled Reader The Story of San Francisco

PREVIEW AND PREDICT

Have students preview The Story of San Francisco, predict what it is

about, and set a purpose for reading. Remind students to revise or

confirm their predictions as they read.


Ask a student to review what a cause-and-effect relationship is and

how paying attention to it can help readers analyze what they read.

Explain that students will read The Story of San Francisco together and

fill in a diagram with information about cause-and-effect relationships

in the selection.

READ AND RESPOND

As they read, students should identify cause-and-effect relationships,

such as the effect of the arrangement and movement of atoms on the

state of matter. They should identify details from the selection to fill in

their diagrams. Have students compare diagrams and share questions and

responses after reading.

VOCABULARY WORDS

Have students pay attention to vocabulary words as they come up. Review

definitions as needed. Ask, Why would Drake want to make a reference map as he explored the seas?

Self-Selected Reading

Objective Read independently to identify cause and effect relationships

Materials • Leveled Readers or trade books at students’ reading level

READ TO IDENTIFY CAUSE AND EFFECT

Encourage students to self-select books for daily independent reading.

Suggest students choose books by favorite author, text difficulty, or

a classmate’s recommendation. After reading, have students identify

details of a cause-and-effect relationship, and discuss any instances in the

selection in which a cause had more than one effect.

Leveled Reader

The Gold Rush Game 687T

Academic LanguageThroughout the week the English language learners will need help in

building their understanding of the academic language used in daily

instruction and assessment instruments. The following strategies will help

to increase their language proficiency and comprehension of content and

instructional words.

Use Strategies to Reinforce Academic Language

■ Use Context Language used (see chart below) should be

explained in the context of the task during Whole Group.

Use gestures, expressions, and visuals to support meaning.

■ Use Visuals Use charts, transparencies, and graphic

organizers to point out and explain key labels to help

students understand classroom language.

■ Model Demonstrate the task using academic language in

order for students to understand instruction.

Academic Language Used in Whole Group Instruction

Content/Theme Words Skill/Strategy Words Writing/Grammar Words

Sutter’s Mill (p. 662)

Gold Rush (p. 662)

precious (p. 682)

historians (p. 682)

environment (p. 682)

analyze story structure (p. 665A)

cause and effect (p. 665A)

nonfiction article (p. 682)

time line (p. 682)

conclusion (p. 686)

magazine article (p. 686)

topic sentence (p. 686)

supporting details (p. 686)

adverbs (p. 687I)

good vs. well (p. 687J)

adverbs (p. 687J)

English Language Learners

For additional language

support and oral language

development, use the lesson

at www.macmillanmh.com

687U


ELL Leveled ReaderELL Leveled Reader Lesson

DEVELOP ORAL LANGUAGE

Build Background Use a map of the United

States to explain briefly the Gold Rush in California.

What do you think happened after gold was

discovered in 1848?

Review Vocabulary Write the vocabulary and

story support words on the board and discuss the meanings. Write a

sentence using each word. Leave spaces and have the class help you

find the correct words. I felt because I hoped he could come.

(disappointment)

PREVIEW AND PREDICT

Point to the cover photograph and read the title aloud. What do you think

we are going to learn from this book? Have students make predictions. Then

turn to the Table of Contents and have students add to their predictions.

Set a Purpose for Reading Show the Cause and Effect Diagram and

remind students they have used it before. Ask them to make a similar

diagram to record cause and effect relationships.

Choose from among the differentiated strategies below to support

students’ reading at all stages of language acquisition.

Beginning

Shared Reading As you

read, model how to identify

examples of cause and

effect. What was the effect

of the discovery of gold in

California? Model filling in

the diagram as you read.

Intermediate

Read Together Read the first

chapter. Model how to identify

cause and effect relationships

and fill in the diagram. At

the end of each chapter,

have students identify cause

and effect relationships and

complete the diagram.

Advanced

Independent Reading

After reading each day, ask

students to discuss the book

with a reading partner and

identify cause and effect

relationships. Have them fill

in the diagram and use the

information to retell the story.

Remind students to use the vocabulary and story words in their whole

group activities.

Objective• To apply vocabulary and

comprehension skills

Materials

• ELL Leveled Reader

DAY 1 • Academic Language

• Oral Language and Vocabulary Review








• ELL Leveled Reader Comprehension Check and Literacy Activities

ELL Teacher’s Guide

for students who need

additional instruction

by Dan Furey

Informational Nonfiction

The Gold Rush Game 687V

comprehension - ellis family

Documents